Modelling impact of knowledge asymmetry on organizational performance in academic information institutions

Abstract

Background: Academic information institutions operate in knowledge-driven environments where effective knowledge sharing is essential for organizational performance. However, knowledge asymmetry (KA), the unequal distribution of knowledge among departments, units, and individuals, undermines collaboration, innovation, decision-making, and service delivery.

Purpose: The study examined the impact of KA on organizational performance in academic information institutions, focusing on its causes, manifestations, and consequences.

Methodology: Explanatory sequential mixed-methods design was adopted, combining quantitative and qualitative approaches. Data were collected from selected academic information institutions targeting 100 respondents, of whom 83 participated. The study explored knowledge gaps between library staff and administrators, their influence on decision-making, service delivery, and strategic planning. Quantitative data were analyzed using correlation analysis, while qualitative findings supported interpretation of results.

Results: The findings revealed that high levels of KA reduce institutional preparedness, hinder knowledge-based decision-making, and negatively affect service quality and operational efficiency. A strong positive and statistically significant relationship was established between KA and organizational performance (r =.956, p =.001). The findings support the Communication and Knowledge Management Theory (CoNPAKT) by showing that effective communication, knowledge sharing, and capacity building help reduce knowledge gaps.

Conclusion: The study concluded that KA significantly limits institutional effectiveness, innovation, and performance in academic information institutions. Addressing KA is, therefore, essential for improving collaboration, planning, and service delivery.

Implications: The study contributes to knowledge management and organizational performance literature by emphasizing the need for open knowledge sharing, intentional collaboration, and accessible institutional knowledge systems, to minimize KA in academic institutions.